Hands-On Meteorology: An Example of Active Learning Using Technology
Donna Charlevoix (Lecturer, Atmospheric Sciences)
Donna Charlevoix began her presentation by stressing her goal of
incorporating technology in large enrollment classes. To help do
this, she implements an active learning strategy that she believes
is fundamental to the creation of an environment where students
do not merely sit passively and take notes. Rather, by doing hands-on
activities involving computer-generated simulations of weather-based
activities, students are allowed to manipulate factors to obtain
individualized results. Charlevoix defines active learning as
the incorporation of this hands-on interaction with technology in
the classroom. Students more aggressively tackle prominent meteorological
issues through the physical interaction and management of these
computer programs. "One of the things that I've tried to do
since I came to the U of I campus about seven years ago was to try
to get students more engaged in the classroom - because we tend
to teach really large lectures to several hundreds of students,"
said Charlevoix. "And they come in, they sit down, and they
zone out for fifty minutes, and then they leave."
In this "hands-on" meteorology course, Charlevoix has
her students work on map interpretations and worksheets to help
combat the issue of a lack of active learning. This shift in learning
is geared toward the student-initiative rather than the professor's.
The main implementation to the course, however, is through the technology;
it is the Java (animated, game-like) applications that help her
students explore the concept of meteorology in a more "hands-on"
fashion. "So instead of us just telling them 'this is how something
works in the atmosphere,' we just say 'play with this Java application
and figure out how this works.'"
Hands-on interactive learning motivates students and is a more exciting
way to learn the concepts rather than simply visiting web sites
to look for information. Students must be able to explain concepts,
not just memorize and regurgitate facts, Charlevoix explained. With
access to thirty computers in the lab, students enrolled in ATMOS
100 have the opportunity to attend lecture twice a week and then
the "hands-on" discussion section. The web site used in
the course requires Java
Web Start, a free, online download. On the course web site,
Hands-on
Meteorology, students have access to a matrix of programs accompanied
by descriptions and exercises. Tests involve more interpretation
based on what they had to do with the technology during class.
Some challenges facing the class have been the fact that it is
a general education course. This means that some students do not
know anything about computers, whereas others are engineering majors
with extensive computer backgrounds. However, reactions to the programs
have been positive. Charlevoix commented that she was shocked to
find that on a class evaluation form one student even wanted more
classroom time for online assignments. Although not an objective
analysis, "our general sense, just from looking at test scores
and getting feedback from students in the classroom is that they
are helping," Charlevoix said.
Enrollment in the class has skyrocketed from previous years. When
Charlevoix first came to the University seven years ago, about 60
students were enrolled in Atmos 100. Now the class enrollment is
over 300. With limited space available in the computer lab, the
Department is considering having students access their own PC to
do assignments for a required amount of time outside of class. However,
Charlevoix pointed out that with additional funding for their new
initiative, the Department has been able to hire teaching assistants
to troubleshoot questions and maintain the computer lab discussion
times. The help of the teaching assistants may be invaluable for
students in the class. Despite the funding that was able to provide
this technology for their program, Charlevoix recognized the fact
that other departments may not have the development money to do
hands-on activities such as this. In this case, she recommends accessing
digital libraries, comparable to the Digital
Library for Earth System Education (DLESE), a database of more
than 6,000 educational web sites in science education. Here, programs
like hers may already be developed and easily accessible.
In fact, the meteorology course is looking to share their web site
on DLESE. The matrix of programs allow for flexibility based on
what the teacher wishes to accomplish with the exercises, Charlevoix
emphasized. Therefore, many instructors would be able to tailor
the program to meet their classroom needs. Data retrieved from the
exercises may be used in conjunction with Excel, and a notepad feature
also allows students to take notes directly online without pen and
paper.
About Donna Charlevoix
Donna Charlevoix joined the Department of Atmospheric Sciences
faculty in 1997. She teaches undergraduate courses in atmospheric
sciences and a graduate course on teaching science in higher education.
Her research interests focus on science education in higher education.
She is also the general education program coordinator and supervisor
of graduate Teaching Assistants.
She is a recipient of multiple teaching awards at UIUC and has
been repeatedly named to the Incomplete List of Teachers Ranked
as Excellent. She serves on the UIUC Provost's Office Teaching Advancement
Board and Educational Technologies Board. She is actively involved
in many teaching initiatives including the LAS College Teaching
Academy, international SoTL activities, the AMS Board of Higher
Education and chair of the AMS Education Symposium. She also co-authored
a nationally used undergraduate textbook "Severe and Hazardous
Weather" (Kendall/Hunt, 2002). departmental
home page
To learn more about Donna Charlevoix and the ATMOS 100 inquiry
learning project, check out our feature article, "Why
Does the Wind Blow? Inquiry and Interactivity in Prof. Donna Charlevoix's
ATMOS 100".
- By Lauren Eichmann
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